Q1 W1 English

GRADE 2 School: SAMPAGUITA ELEMENTARY SCHOOL Grade Level : 2
DAILY LESSON LOG Teacher: MARIA CRISTINA H. AGUANTA Learning Area: ENGLISH
Date/Time: AUGUST 28- SEPTEMBER 1, 2023/8:00-8:50 AM Quarter: 1– WEEK 1
OBJECTIVES Monday Tuesday Wednesday Thursday Friday
A. Content Standard NATIONAL HEROES DAY Orientation/ The learner demonstrates understanding The learner demonstrates The learner demonstrates
/Setting Classroom of the letter-sound relationship between understanding of the letter-sound understanding of the letter-sound
Rules/Diagnostic Test Mother Tongue and English for relationship between Mother relationship between Mother
effective transfer of learning Tongue and English for effective Tongue and English for effective
transfer of learning transfer of learning
B. Performance The learner effectively transfers the The learner effectively transfers The learner effectively transfers the
Standard knowledge of letter-sound relationship the knowledge of letter-sound knowledge of letter-sound
from Mother Tongue to English relationship from Mother relationship from Mother Tongue to
Tongue to English English
C. Learning Classify/Categorize sounds heard Classify/Categorize sounds heard Classify/Categorize sounds heard
Competency/ (animals, mechanical, objects, musical (animals, mechanical, objects, (animals, mechanical, objects,
Objectives instruments, musical instruments, musical instruments,
environment, speech) environment, speech) environment, speech)
Write the LC code for each. EN2PA-Ia-c-1.1 EN2PA-Ia-c-1.1 EN2PA-Ia-c-1.1
II. CONTENT Classifying/Categorizing Sounds Classifying/Categorizing Classifying/Categorizing Sounds

Heard (Animals, Mechanical Objects, Sounds Heard (Animals, Heard (Animals, Mechanical
Musical Instruments, Mechanical Objects, Musical Objects, Musical Instruments,
Environmental) Instruments, Environmental)
Classification of Loud/Soft Sounds Environmental) Classification of Loud/Soft
Classification of Loud/Soft Sounds
Sounds
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages SLM in English-Quarter 1, Week 1, SLM in English-Quarter 1, Week SLM in English-Quarter 1, Week 1,
page 5-20 1, page 5-20 page 5-20
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resource Charts, pictures, books, Learning Charts, pictures, books, Learning Charts, pictures, books, Learning
modules, laptop, projector/television modules, laptop, modules, laptop,
projector/television projector/television
III. PROCEDURES
A. Reviewing previous lesson Tell whether the sound produced in the Close your eyes and keep silent List down five different sounds you
or presenting the new lesson following pictures comes from animals, for a while. hear at home. Write
vehicles, musical What did you hear? them in the chart below. Then put a
instruments, environment, or speech. checkmark telling
Write the letter of the whether the sound is loud or soft,
correct answer before each number. high or low.
A. animal
B. vehicle
C. musical instrument
D. environment
E. speech
B. Establishing a purpose for Learning to classify or categorize Sounds are all around us. Some Sounds are all around us. Some
the sounds heard is an sounds are loud, like sounds are loud, like
lesson important skill. It helps us identify and the sound of an ambulance and an the sound of an ambulance and an
distinguish the airplane, and some airplane, and some
sounds heard in the environment. sounds are soft, like the squeak of sounds are soft, like the squeak of a
Knowing how sounds a mouse and the mouse and the
are produced will help us determine and droplets of water. droplets of water.
produce the
sounds of the letters of the English
Alphabet.
C. Presenting examples/ Read the names of the following Sound is a very important part of Let us now compare the sound
instances of the new lesson pictures and try to produce their sounds. our lives. We wake produced when a
up in the morning by hearing person whispers into someone's
alarms, or the chirping of ears and the sound
birds. produced when the same person
shouts for a friend
across the playground.
You will notice that whispering

makes a soft sound
but shouting for a friend across a
playground makes a
loud sound.
Loud sound has a high volume
while soft sound has a
low volume.
Loud Sounds
Sound helps us to communicate

with other people.
We talk and express ourselves by
using sound. We hear
and listen to others with the help
of sound. Soft Sounds
The banging of a hammer and a
car's horn are
examples of loud sounds while
playing of a piano and the
sound of blowing wind are
examples of soft sounds.
D. Discussing new   Different animals produce Let’s discuss some sounds in our Answer each question. Encircle the
concepts and practicing new different sounds. Their daily lives. letter of the correct
skills #1  sounds could be loud/high or answer.
soft/low. 1. Which has a higher pitch sound?
 ➢ Musical instruments have
different sounds. Some
 musical instruments produce
loud/high or soft/low
 sounds. 2. Which shows lower pitch sound?
 ➢ Sounds in the environment and
transportation differ
from one another. They can be loud/high
A dog’s bark lets us know that
or loud/soft
someone is coming. A fire alarm
3. Which of the following
warns us of fire. All these things
instruments produces a higher
show how important sound is in
pitch sound?
our
daily lives.
4. Which of the following

instruments produces the
lower pitch sound?
5. The pitch of the sound tells how

________.
A.high or low a sound is B. loud or
soft a sound is
E. Discussing new concepts Choose the musical instruments below Direction: Draw one example of Tell whether each object in the
and practicing new skills and draw them in your notebook. each group. Do this in your picture produces a loud
#2 notebook. sound or soft sound. Write the
answer below each picture.
3. siren of an ambulance
4. talking
5. shouting
F. Developing mastery (leads Identify whether the objects and animals Write the things from the Put a check (✓) if the thing has a
to Formative Assessment 3) make loud environment that make sounds. loud sound and
or soft sound. Write your answers in Write your answers in your cross (X) if it has a soft sound. Do
your notebook. notebook. this in your notebook.
________1. bell
________2. cat
________3. ambulance
________4. watch
________5. dog
G. Finding practical Which of the following produce animal Which of the following means of Put a cross (X) to mark objects that
application of concepts and sounds? Write transportation make loud sounds
skills in daily living their names in your notebook. produce loud sounds? Write their and check (✓) for those that make
names in your soft sounds. Write your
notebook. answers in your notebook.
______ 1. airplane ______ 2. cat
______ 3. Bird
_______4. violin
______ 5. tiger
______6. bomb
______ 7. drum
______8. firetruck
______ 9. ambulance _____10.
Clock
H. Making generalizations All sounds come from vibrating object. Sound is very important in our To wrap up everything that we have
and abstractions about the Sounds daily lives. It helps us talked about in
lesson may come from animals, mechanical communicate with people so that this lesson, let us always remember
objects, musical we can understand that a sound is a form
instruments and environment. We can each other. of energy that is produced by
describe different sounds as loud or soft vibrating bodies. They can
and we can use these be loud or soft, and high or low.
characteristics of sounds to identify The pitch of a sound tells
types of sounds and their sources. us how high or low a sound is. The
volume of a sound tells
us how loud or soft a sound is.
I. Evaluating learning Put a cross (X) if the sound is made by What makes the following Tell the word that is being
an animal and sounds? Write your answers described. Choose
check (/) if the sound is made by a thing. in your notebook. the answer from the box below.
Write your Write the answer to the
answers in your notebook. space provided.
_____ 1. boom-boom Sounds

_____ 2. meow-meow volume
_____ 3. aw -aw pitch
_____ 4. tic-tac, tic-tac soft
_____ 5. meee-meee sound
_____ 6. mooo-mooo loud
_____ 7. hissss-hissss sound
_____ 8. brooom-brooom
_____ 9. wheeeng-wheeng 1. __________ tells us how high or
_____10. kleng-kleng low a sound is.
2. __________ is a form of energy
that is produced as a
result of the vibrations of an object.
3. The chirping of birds is an
example of __________.
4. The__________of a sound tells
us how loud or soft a
sound is.
5. Shouting for a friend across a
playground makes a
high volume of sounds or
__________.
J. Additional activities for What musical instrument can or would Identify the kind of sounds given
application or remediation you like to play? below. Are they loud
Draw it and write the sound it makes. or soft? Write your answers in
Do the activity in your notebook.
your notebook.
IV. REMARKS
V. REFLECTION
A. No. of learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% ___ of Learners who earned 80%
80% in the evaluation ___ of Learners who earned 80% above above above
B. No. of learners ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require ___ of Learners who require
who require additional activities for remediation activities for remediation activities for remediation additional activities for additional activities for remediation
activities for remediation who remediation
scored below 80%
C. Did the remedial lessons ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
work?
No. of learners who have ____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught up the
caught up with the lesson lesson lesson the lesson lesson
D. No. of learners who continue ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to ___ of Learners who continue to
to require remediation remediation remediation remediation require remediation require remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s ___ Group member’s Cooperation
doing their tasks doing their tasks doing their tasks Cooperation in in
doing their tasks doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
or supervisor can help me __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
localized materials did I __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
use/discover which I wish to __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
share with other teachers? views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be __ Recycling of plastics to be used
Instructional Materials Instructional Materials Instructional Materials used as Instructional Materials as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
Prepared by: Inspected:

LIEZL E. ORBETA
MARIA CRISTINA H. AGUANTA
MT-II/TIC
TEACHER III

Q1 W1 English

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GRADE 2 School: SAMPAGUITA ELEMENTARY SCHOOL Grade Level : 2

II. CONTENT Classifying/Categorizing Sounds Classifying/Categorizing Classifying/Categorizing Sounds

You will notice that whispering

Sound helps us to communicate

4. Which of the following

5. The pitch of the sound tells how

_____ 1. boom-boom Sounds

Prepared by: Inspected:

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